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PBIS Coaches External coaches guide and assist with development and implementation of PBIS Internal coaches organize, facilitate, and lead efforts at each facility Special education coaches facilitate tertiary supports

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Limited FTE of Facility PBIS Team Members and Internal Coaches Work efficiently! Keep focus on desired outcomes Plan! Maintain good communication with state leadership team --Monthly reports on facility status, product development

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Scope of the Project Stay focused on immediate steps, while keeping big picture in mind Address what we can!

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Evaluation Evaluation Questions: Are the realities of juvenile justice consistent with assumptions of PBIS? Triangle? Variability over facilities and time? What impact does school-wide PBIS have on behavioral incidents and staff discipline in TYC? Does this impact vary across facilities? Does this impact vary across time? Does this impact vary by change in leadership (facility superintendent or school principal)?

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How Incidents are Recorded In TYC, behavior incidents and consequences are coded on the “225” Incident Report form: This form captures the location of the incident, whether the incident is “major” or “minor”, and consequences such as referral and admission to “security” (or “administrative segregation” in other systems), injury, and use of force (including physical or chemical restraints). The types of incidents officially recorded have varied by policy: At some times, minor incidents have been recorded, but at other times minor incidents have NOT been recorded because there was a feeling in the agency that too many minor incidents were being referred/admitted to security. Thus, like any reporting of behavior, it is a function of the behavior, the reporter, and the context (policy, etc.)

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Data Data are stored in multiple tables in a relational database, and provided (from FY 1995 through mid-August, 2011) to Evaluator in SAS files Files Initial Review and Assessment Records for Treatment Needs and Priorities Individualized Case Plans Dorm Assignment Records Education Evaluation, Assessment, and Scoring Incidents Offense History Home and Family Characteristics Assignment Commitment (commitment, recommitment, revocation, reclassification) Specialized Services and Treatment Records Of particular note: this is the first time data from juvenile justice facilities has been accessible to put into a data analytic framework

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More About the Population 25,059 unique youth prior to PBIS implementation Almost 10% (2,450) female

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Discipline Because of highly mobile population, can’t just take a frequency or a rate per 100 student population. Decided to look at 3 outcomes per student/month/facility: major incidents, referrals to security, admissions to security Aggregated the number of days a student was at a certain facility during a certain month. Computed frequency of major incidents Made a monthly rate (per 30-days at the facility) Did the same for the subset of incidents reported in school

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Facility-wide Monthly Rate of Major Incidents Prior to PBIS N = 257,676 records (i.e., student/facility/months) Mean = 1.17, SD = 2.24 (Range 0-71) 70% had 1 or fewer major incidents per month There was significant variability between facilities: Facility rates differed from mean of.72 to mean of 2.26 There was less variability over time, but still statistically significant

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What to Make of These Findings? Distribution of behavior incidents and discipline consequences distribute in TYC/TDJJ in ways consistent with PBIS findings in public education settings. These assumptions of PBIS were confirmed. These findings have profound implications for programming in alternative settings: behavioral/public health approach vs. traditional medical/individual psychological approach vs. traditional juvenile justice approaches

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Let’s Look More Closely Looked at each incident to see if it was major/minor; referred to security/not; admitted to security/not Every referral to security has a hearing prior to admission. I think of a referral with admission as an appropriate response (at least as determined by two adults with potentially disparate goals). When we looked at all these, we found some interesting patterns!

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Reasons for Optimism Response by facility PBIS leadership teams and many facility staff --Staff orientation training in all facilities Efforts of external coaches Use of in-state resources Continued interest by legislature, media